| Popis: |
Starting from the observation that French public schools implement rather implicit values of exclusion and elitism contrary to the values of the Republic, we explore the hypothesis that these latter could be favored via the curricular inclusion of a secular education to spirituality. In the first part, we propose theoretical bases to define spirituality in education, anchoring it the notion of responsibility. Thus, a gnoseological hypothesis allows us to conceive spirituality as a transformation of the mind and of the consciousness-world relationship. In a second part, we show that this transformation is secular, after having discussed the link between both plurivocal notions of secularism and ethics. In a third part, we consider the role of educating for values and the subject's vulnerability in the proposed process. We conclude by suggesting effective pedagogical approaches, in terms of spirituality and concrete promotion of the values of the Republic. |
